Final pe teacher training safe play-1
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Final pe teacher training safe play-1
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Final pe teacher training safe play-1
- 1. Physical and Health Education Safe Play Presentation 2017
- 2. • To understand behaviour management and different strategies for implementing it. • To understand classroom managements and different strategies for implementing it. • To understand the need for risk assessment and how to carry out a basic assessment. Learning Objectives
- 3. Behaviour Management What is behavior management? Behaviour Management - Strategies and systems that will manage and eliminate difficult behaviours that will prevent students from succeeding in an academic environment.
- 4. Behaviour Management Strategies • It is important that the students know what is expected of them from the beginning. They need to be given specific rules and regulations and they need to be reinforced. • Teachers need to be consistent. Students will start breaking rules if the teacher does not apply them and stress their importance. Contracts of behavior Teachers can ask their students to come up with the rules they think should be in place, and then both the teacher and all students sign it at the end. Put a copy of this somewhere where everyone can see it.
- 5. Continued… Activity: Let’s make a contract of behaviour for this session!
- 6. What is classroom Management? • Classroom management – Creating systems that support positive behaviour across a classroom. What is the difference between bahaviour management and classroom management? Classroom Management
- 7. 1. Giving the students responsibilities • Line leader • Captains • Classroom monitor • Referees 2. Reward Systems • Golden Time • Tea or coffee with the principal (older students) • Behaviour points (Class Dojo etc) Classroom Management Strategies
- 8. 3. Positive reinforcement • Students need to know when they are doing something right. It’s easier to meet expectations if they know what they are. 4. None verbal communication • Younger students may like the 3 clap method of getting their attention. • Hand signals • Physical demonstration is especially important in PE. The students need to be able to see what they are expected to do before performing the skill. Continued…
- 9. 4. Well planned lessons • Even though the MOE provide lesson plans it is important for all teachers to be aware of what is on them and plan and adapt them to fit your students. • Properly planned lessons will keep students engaged and interested. Continued…
- 10. Activity: Sort the PE kit into appropriate and inappropriate categories from the list below; Hair tied back Sandals Sports top Skirts Sports trousers Trainers Kandora Socks no trainers School shirts jewellery/watch Safe Play
- 11. • Appropriate for sport Hair tied back Sports top Sports trousers Trainers • Inappropriate for sport Sandals Skirts Kandora Socks no trainers School shirts Jewellery/watch Continued…
- 12. Risk Assessments, why is it important? • Health and safety • They identify who may be at risk – students, teachers, other staff, parents, visitors etc. Risk Assessment
- 13. What do we consider when carrying out a risk assessment? • Identifying hazards – physical, psychological or chemical • Deciding who could be harmed and how • Assess the risks and take action • Keeping record of your findings • Review the risk assessment Continued…
- 14. Area Hazard Solution Example Risk Assessment
- 15. Activity: Lets go and complete a risk assessment! Continued…
- 16. What did we find? Continued…
Editor's Notes
- Open this question up for general discussion first, before answering the question with a definition. Explain the definition if needed.
- Contracts of behaviour are an example of a way that teachers can come up with their classroom rules. Explain that all other school rules must be followed too, but this is a way of establishing boundaries for teachers and students.
- Ask the teachers to come up with a code of behaviour. Phones away No talking over people Etc If there is a white board write it on there for everyone to see.
- Ask them what the difference is between behaviour management and classroom management? They are very similar and can sometimes get confused. Explain that classroom management comes after the rules of acceptable behavior have already been set. Behavior management is creating systems to stop bad behavior and classroom management is maintaining this positive behaviour.
- Classroom monitor – makes sure that everything is put back in its place at the end of the lesson. Captains and referees are obviously sports related. Explain each of the reward systems. Golden time – This is time at the end of the week/ unit where the class is able to choose their own activities. They only get this for good behaviour. Explain that not all of these need to be used and they should pick the ones that they feel would work best for their students.
- 3 clap method – teacher claps 3 times and the students have to respond with 2 claps to show that they are listening. Holding up your hand and waiting until the class is looking at you with their hands up too.
- Let them sort these into categories before clicking to the next slide.
- We are still seeing a lot of students without the correct kit. As part of safe play we expect them to be wearing school PE kit. This allows them to participate in lessons safely and without restriction.
- Hazards = anything that may cause harm. Physical – lifting, slipping/tripping, noise, machinery, computer equipment. Psychological – working with high-need students, bullying Chemical – cleaning fluids, aerosols Take action – how likely is the hazard to cause harm? Record findings – take note of the risks that were found and what action was taken to minimise or eliminate the risk. Review – make sure that safe practice is continued and take account of anything that has changed.
- Explain that this is a very simple version of a risk assessment. This will allow them to understand the basics of how to carry out an assessment. Every risk needs a solution. Explain to them that hazards can be low, medium and high risk and that the solution that they come up with will reflect the severity of the hazard.
- Take them to the sport facility if it’s available and complete a risk assessment of the room. If there is no facility available you can go to a near by classroom or stay in the room provided. Explain to them that risk assessments can be done anywhere and is not specifically for sport.
- Get everyone to share their findings and how they would go about eliminating the risk.
- Conclude the session.